Information and Communication Technology (ICT) Skills and the Teaching of Mathematics in Selected South African Schools

Abstract

This paper explores the use of ICT skills to promote the teaching of Mathematics in South African selected secondary schools. The paper deployed a qualitative research approach with a phenomenological case study design. The lived experiences of eight purposively selected teachers from four public schools in Buffalo Metropolitan City, East London, South Africa were recorded using semi-structured, in-depth interviews. The recorded data was coded, transcribed and subjected to thematic analysis. The findings revealed that there is a need for on-the-job training in the form of continuing professional teacher development (CPTD) to update their ICT skills. Such training can be workshops, seminars, short courses and symposiums. Also, teachers should be intentional in demonstrating true professionalism; they should innovatively engage ICT to help learners make accurate decisions, solve their problems and enhance different skills and there is a need for emotional and psychological support for the teachers. The paper concludes and recommends that introducing ICT tools in the Curriculum and Assessment Policy Statements (CAPS) document is not sufficient on its own without the monitoring of the subject heads to make sure teachers adhere to the use. The school management should make sure that these tools are available or improvised to make the learning environment conducive to the use of ICT tools.